Special Issue: Women's Status in Higher Education--Equity Matters

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Autor/in	Allan, Elizabeth J.
Titel	Special Issue: Women's Status in Higher Education--Equity Matters
Quelle	In: ASHE Higher Education Report, 37 (2011) 1, S.1-163 (163 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-6970
DOI	10.1002/aehe.3701
Schlagwörter	Change Strategies; Higher Education; Feminism; Equal Opportunities (Jobs); Females; Sexual Orientation; Sex Fairness; Gender Discrimination; Gender Bias; Womens Education; Womens Studies; Social Justice; Disproportionate Representation; Barriers; Socioeconomic Status; Social Theories; Public Policy; Access to Education; Educational Opportunities; Women Administrators; Women Faculty; Enrollment Rate; Graduation Rate + Suchen Sie Ihr Suchwort? Lösungsstrategie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Feminismus; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Weibliches Geschlecht; Sexuelle Orientierung; Sexualaufklärung; Geschlechterstereotyp; 'Women''s education'; Frauenbildung; Soziale Gerechtigkeit; Socio-economic status; Sozioökonomischer Status; Gesellschaftstheorie; Öffentliche Ordnung; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Weibliche Führungskraft; Frauenakademie; Weibliche Gelehrte
Abstract	This monograph emerges from the premise that discrimination on the basis of one's sex, gender, race, socioeconomic status, sexual orientation, disability, religion, or ethnicity is harmful to advancing a civil society where all citizens have opportunities to contribute to their fullest potential. The chapters included in this monograph are intended to both review the current scholarship about women's status in higher education and provide readers with multiple lenses through which to make meaning of that scholarship and its implications for changing the status quo. The chapter "Framing Women's Status Through Multiple Lenses" delineates diverse feminist theories as frames for understanding equity and analyzing strategies to advance women's status. The two chapters, "Examining Women's Status: Access and Representation as Key Equity Indicators" and "Examining Women's Status: Campus Climate and Gender Equity," provide an overview of the current literature about gender equity in higher education. The focus in "Examining Women's Status: Access and Representation as Key Equity Indicators" is access and representation; "access" is defined in terms of gatekeeping (gaining entry to institutions of higher education), and "representation" refers to "where" women are located or positioned once they have gained access to the institution as students, faculty, staff, or administrators. The chapter takes a closer look at the phenomenon of "the higher the fewer" for women in terms of their representation relative to occupational segregation and prestige hierarchies in and across institutions. Representation also refers to gaining access to particular institutional arenas like athletics, science, technology, engineering, and mathematics (STEM) fields, senior leadership roles, and senior faculty as well as the representation of women in different types of postsecondary institutions. "Examining Women's Status: Campus Climate and Gender Equity" shifts from describing numbers and locations of women in various higher education arenas to describing the experiences of women in different roles and contexts within postsecondary institutions. This emphasis is captured by the word "climate"--generally defined as "common member perceptions, assumptions, beliefs, feelings or attitudes" about organizational life. The chapter "Advancing Women's Status: Analyzing Predominant Change Strategies" shines the spotlight on change making by providing a review of the literature related to predominant strategies for advancing gender equity in the context of higher education. The chapter examines strategies through multiple lenses of feminist theory to help make embedded assumptions more explicit and examine ways in which these assumptions serve to shape and constrain the range of possible solutions to the problem of inequity. The final chapter, "Implications and Recommendations," includes recommendations for further research and a brief discussion of the implications of drawing on multiple lenses to analyze equity. (Contains 3 exhibits, 6 figures and name and subject indexes.) (ERIC).
Anmerkungen	Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10